I've added links for the newly enhanced BBC RAW site. The current content is not particularly about literacy or numeracy; rather it is about basic computing and financial literacy. However, these are two topics that are never very far away from the literacy and numeracy classroom, even if they do not feature high on the Skills for Life curriculum. There is certainly some direct literacy and numeracy in there - I've noticed a module on percentages. I can see many Skills for Life learners being motivated by these activities.
What I think is really stunning is the look of the site. It has a very clean and simple interface for a start, and the learning is nicely chunked. But it is the use of the presenters on the periphery of the screen with video or activity in the centre which seems innovative to me. I haven't looked at every BBC site, but this does seem to be a departure. It gives me an inkling of how TV and web content might come together some time in the future.
More content is promised over the next three years. I hope there will be something soon that is more directly "reading and writing." Mean time enjoy what is there now.
Showing posts with label website additions. Show all posts
Showing posts with label website additions. Show all posts
Monday, February 9, 2009
Thursday, February 5, 2009
Online Dictionaries
I've come across a number of visual dictionaries recently, so I thought it was a good time to review the dictionaries section on the Skills for Life website. It's not a section I've changed much over the years, and it's been eight years now that the website has been around. It's not surprising that new applications are coming along as a result of developing web technologies.
Dictionaries now can have speech or synthesised speech rather the traditional phonetic equivalent which is difficult for learners, especially literacy learners. Look at the Dictionary.com site which aggregates different dictionaries' definitions. But now people are thinking of different ways of introducing a visual element. Examples include Picture That which uses pictures and sounds and uses a phonic approach designed for dyslexic learners - the site needs registration. Merriam-Webster's visual dictionary takes an encyclopedia-like approach with graphics and labels. Visuwords uses mind maps to make links between words. The site I have come across most recently, Shahi, links a wordbank and definitions with pictures tagged that way in Flickr. It's a beautifully simple "mashup", still at quite an early stage, but crying out to be used in literacy or ESOL classes by teachers with ideas.
It's a while since I taught much literacy to classes. The Wordsmyth dictionary was around then and I designed learning activities using it. I wonder how much online dictionaries are used now. We still need to teach our learners alphabetical order and how to find words in book dictionaries. We still need to teach our learners to use spell checks effectively. These new multi-sensory tools give us a number of interesting new options.
Dictionaries now can have speech or synthesised speech rather the traditional phonetic equivalent which is difficult for learners, especially literacy learners. Look at the Dictionary.com site which aggregates different dictionaries' definitions. But now people are thinking of different ways of introducing a visual element. Examples include Picture That which uses pictures and sounds and uses a phonic approach designed for dyslexic learners - the site needs registration. Merriam-Webster's visual dictionary takes an encyclopedia-like approach with graphics and labels. Visuwords uses mind maps to make links between words. The site I have come across most recently, Shahi, links a wordbank and definitions with pictures tagged that way in Flickr. It's a beautifully simple "mashup", still at quite an early stage, but crying out to be used in literacy or ESOL classes by teachers with ideas.
It's a while since I taught much literacy to classes. The Wordsmyth dictionary was around then and I designed learning activities using it. I wonder how much online dictionaries are used now. We still need to teach our learners alphabetical order and how to find words in book dictionaries. We still need to teach our learners to use spell checks effectively. These new multi-sensory tools give us a number of interesting new options.
Friday, November 21, 2008
ESOL Grammar Activities
I've added a new page for ESOL Grammar Activities to the Skills for Life website. Like the other activities pages, this contains direct link both to our quizzes and to quizzes on other people's websites.
This change reflects a change in some of my teaching this year. I am supporting a number of learners who don't speak English natively and I want to address some of their difficulties with grammar. In analysing their difficulties in initial assessment, there were a number of common factors: endings to words (both nouns and verbs), articles (or, more correctly, determiners), prepositions and conjunctions. Of course the internet is alive with quizzes and other activities for grammar for English learners, but I've not previously found them greatly useful for this group of learners. Some of these people may have been to school in the UK for at least some of the time, some may not be literate in their first language, some may not have been to ESOL classes. Moreover the mistakes are presented in English literacy, for me in their main courses, and so perhaps a literacy approach rather than an ESOL approach is needed.
The most acute difficulty is with the endings for tenses and plural nouns. I certainly don't want to teach tenses in a formal way, but I do want to help them recognise and correct their errors. So I have started writing some quizzes for endings. It has been hard work writing even a few. I have also found a few relevant quizzes for the other topics on other sites. I have used these activities for explanation as I go along, rather than for reinforcement which is how I usually use quizzes. So far the feedback from students has been very positive. I hope the page will develop in the coming months.
This change reflects a change in some of my teaching this year. I am supporting a number of learners who don't speak English natively and I want to address some of their difficulties with grammar. In analysing their difficulties in initial assessment, there were a number of common factors: endings to words (both nouns and verbs), articles (or, more correctly, determiners), prepositions and conjunctions. Of course the internet is alive with quizzes and other activities for grammar for English learners, but I've not previously found them greatly useful for this group of learners. Some of these people may have been to school in the UK for at least some of the time, some may not be literate in their first language, some may not have been to ESOL classes. Moreover the mistakes are presented in English literacy, for me in their main courses, and so perhaps a literacy approach rather than an ESOL approach is needed.
The most acute difficulty is with the endings for tenses and plural nouns. I certainly don't want to teach tenses in a formal way, but I do want to help them recognise and correct their errors. So I have started writing some quizzes for endings. It has been hard work writing even a few. I have also found a few relevant quizzes for the other topics on other sites. I have used these activities for explanation as I go along, rather than for reinforcement which is how I usually use quizzes. So far the feedback from students has been very positive. I hope the page will develop in the coming months.
Wednesday, October 15, 2008
New Numeracy Quizzes
I've started adding some new quizzes to the Maths Quizzes page on the Skills for Life Website, and to Maths Activities. I've found I've needed some extra teaching materials for learners who are supposed to be working towards Level 1, but have real weaknesses with things like subtraction, tables and division. In an ideal world they'd work towards an E3 end test, but some are already at E3 in Initial Assessment.
I'm reflecting on why I've not felt a need to have these before. I suppose it's because I'm not able to work with these learners one to one this year and therefore cannot work with examples I hand-write off the cuff as the need presents itself. The published stuff is not much help: Maths the Basic Skills covers most of this need but progresses too quickly, Carol Roberts' Level 1 Numeracy assumes they've all got E3 well sorted and the examples are much too hard, and Skillswise also mixes harder examples on the same sheets, and the E3 part is not comprehensive enough. These learners, who frequently express that they do not like maths, quickly get too discouraged when they cannot do things.
Another direct issue is that multiplying and dividing by 10 and 100 does not enter into the curriculum until L1 (N1/L14 and N2/L1.6) , and you really have to be able to multiply and divide by 1000 as well in order to convert units in the same system (MSS1/L1.7). This makes the step up to L1 from E3 quite severe. Yet this skill underpins a lot else of Level 1.
I'm reflecting on why I've not felt a need to have these before. I suppose it's because I'm not able to work with these learners one to one this year and therefore cannot work with examples I hand-write off the cuff as the need presents itself. The published stuff is not much help: Maths the Basic Skills covers most of this need but progresses too quickly, Carol Roberts' Level 1 Numeracy assumes they've all got E3 well sorted and the examples are much too hard, and Skillswise also mixes harder examples on the same sheets, and the E3 part is not comprehensive enough. These learners, who frequently express that they do not like maths, quickly get too discouraged when they cannot do things.
Another direct issue is that multiplying and dividing by 10 and 100 does not enter into the curriculum until L1 (N1/L14 and N2/L1.6) , and you really have to be able to multiply and divide by 1000 as well in order to convert units in the same system (MSS1/L1.7). This makes the step up to L1 from E3 quite severe. Yet this skill underpins a lot else of Level 1.
Wednesday, April 9, 2008
Speaking and Listening Page
I've added a Speaking and Listening Page to the Skills for Life Website.
This is not quite like an "activities" page, because it does not necessarily go directly to online activities. It has come about because I increasingly work with learners needing to improve speaking and listening skills while being supported and with tutors providing this support. There are quite a few relevant audio files published or activities containing audio to listen to, but they are not very easy to organise while planning. So I have linked all the component parts of the excellent Skillswise resources for a start. I am also listing relevant units from the published DFES packs and from the newer NLN resources. I cannot link to the NLN resources outside of college because of copyright, although I can put links on our Moodle site. The DFES ESOL packs have good resources which can be run as as Moodle courses from Moodle to Go, and this works smoothly. It would be nice to have the same facility for the Literacy packs, but the CDs provided can be ripped to Windows Media Player or similar and preferably labelled for easy reference.
I wonder how much these Literacy audio files get used. As a literacy tutor I have always put the emphasis on reading and writing skills, but the needs in support are different. Learners have very different support needs and may be receiving support for literacy or for language. I have found the process of sorting out suitable learning materials difficult, and I hope that by listing everything on one page it will make the process of planning a bit easier for me and for others.
This is not quite like an "activities" page, because it does not necessarily go directly to online activities. It has come about because I increasingly work with learners needing to improve speaking and listening skills while being supported and with tutors providing this support. There are quite a few relevant audio files published or activities containing audio to listen to, but they are not very easy to organise while planning. So I have linked all the component parts of the excellent Skillswise resources for a start. I am also listing relevant units from the published DFES packs and from the newer NLN resources. I cannot link to the NLN resources outside of college because of copyright, although I can put links on our Moodle site. The DFES ESOL packs have good resources which can be run as as Moodle courses from Moodle to Go, and this works smoothly. It would be nice to have the same facility for the Literacy packs, but the CDs provided can be ripped to Windows Media Player or similar and preferably labelled for easy reference.
I wonder how much these Literacy audio files get used. As a literacy tutor I have always put the emphasis on reading and writing skills, but the needs in support are different. Learners have very different support needs and may be receiving support for literacy or for language. I have found the process of sorting out suitable learning materials difficult, and I hope that by listing everything on one page it will make the process of planning a bit easier for me and for others.
Wednesday, April 2, 2008
Read The Words
I've added a link to Read the Words to the Dyslexia Resources page on the Skills for Life Website. I know that dyslexic people sometimes use or are recommended software to turn text into speech. This is a free version and might be attractive if you don't want to use it a lot. I find the slurs between words difficult sometimes, but a dyslexic student pointed out that you have to learn to use software like this so that you become used to its peculiarities; I don't need to use it so I am not a good judge. Just don't try to read a web page from the url; cut and paste the text instead. I can see how this could be a really useful tool.
Another purpose of the site is to embed speech on your web page, so here goes.
It sounds pretty good to me, though I did have to switch to Internet Explorer to get the embedding to work.
Another purpose of the site is to embed speech on your web page, so here goes.
It sounds pretty good to me, though I did have to switch to Internet Explorer to get the embedding to work.
Wednesday, March 5, 2008
Video Jug Punctuation
I found the videos on videojug for punctuation interesting. The explanation is very straightforward and rapid, but as it's a video a teacher could keep pausing and starting again. A teacher might even find it easier to find out about punctuation from this than a book, as it is so straightforward. I like the easy English accent; there is a comment complaining about the voice over's mispronunciation of "haitch", but actually I like it as it is the way that most teachers and learners in my institution talk. The content makes it mostly Level 2 however.
I wonder how much teachers will actually use little bits of video like this. You'd need to be confident and well-equipped to switch a little bit of video in, because you don't want to make a big thing of it - it's just an alternative way of presenting learning. However, I can see from my teaching and that of my colleagues that video is becoming more and more important.
I'm working on creating videos at college for use in supporting in mainstream, and that is creating interest. I seem to be adding video links regularly, but this is the first time I've added something to the interactive activities pages.
I wonder how much teachers will actually use little bits of video like this. You'd need to be confident and well-equipped to switch a little bit of video in, because you don't want to make a big thing of it - it's just an alternative way of presenting learning. However, I can see from my teaching and that of my colleagues that video is becoming more and more important.
I'm working on creating videos at college for use in supporting in mainstream, and that is creating interest. I seem to be adding video links regularly, but this is the first time I've added something to the interactive activities pages.
Wednesday, February 6, 2008
ESOL Scotland and Teachers TV
Both these sites have something of interest.
The ESOL Scotland site is a new site, so the potential is not clear yet. It's a general portal site for Scotland. It does have now a raft of usable learning resources, many of which will be useful for literacy and those in .doc format will be easy to adapt. There are also some listening resources which may be useful in Literacy or ESOL Support.
I'd been aware of the Teachers TV site, linked to the digital TV channel. I hadn't noticed that there was a section with Skills for Life Videos for 14 to 19 year olds in the FE section. I immediately found these useful; maybe it's very much my job, but I work with apprentices in Social Care and in Hairdressing, and these videos will appeal to my learners. They demonstrate Skills for Life (Key Skills really) in practical situations, which are realistic and relevant. They are also well made. I've been looking for videos recently with a view to using them with quizzes.
The ESOL Scotland site is a new site, so the potential is not clear yet. It's a general portal site for Scotland. It does have now a raft of usable learning resources, many of which will be useful for literacy and those in .doc format will be easy to adapt. There are also some listening resources which may be useful in Literacy or ESOL Support.
I'd been aware of the Teachers TV site, linked to the digital TV channel. I hadn't noticed that there was a section with Skills for Life Videos for 14 to 19 year olds in the FE section. I immediately found these useful; maybe it's very much my job, but I work with apprentices in Social Care and in Hairdressing, and these videos will appeal to my learners. They demonstrate Skills for Life (Key Skills really) in practical situations, which are realistic and relevant. They are also well made. I've been looking for videos recently with a view to using them with quizzes.
Thursday, January 17, 2008
New Activities on Website
I've written a couple of quizzes for Level 1 students working towards the End Test (Grammar). I've had a few people recently doing practice tests asking me what "grammatical" means, so the quizzes are there to give practice after the explanations have been given. I may also add the PowerPoint I've used to help in the teaching, though I've not posted this sort of resource before. I found the quizzes quite difficult, partly because the practice tests cover the issue in a number of different ways, but also because I am not at all sure how it is presented in current real tests. The quizzes may then get altered with more experience.
I also like the Handling Data resources from the Gold Dust Resources from the QIA. The for Interactive Activities were written for tutors learning but are great for some Level 2 learners. I like the way they show all 4 averages together subject to change as data changes. It is such an easy idea but I don't recall seeing it before. Many learners, especially the dyslexic ones, find remembering which average is which confusing, so a new resource is very welcome. This one shows it clearly, and you can hide the bar chart and frequency table if they interfere.
I also like the Handling Data resources from the Gold Dust Resources from the QIA. The for Interactive Activities were written for tutors learning but are great for some Level 2 learners. I like the way they show all 4 averages together subject to change as data changes. It is such an easy idea but I don't recall seeing it before. Many learners, especially the dyslexic ones, find remembering which average is which confusing, so a new resource is very welcome. This one shows it clearly, and you can hide the bar chart and frequency table if they interfere.
Tuesday, January 8, 2008
Blogs from Canada
I have been following a couple of blogs from Canada recently, and have added links for Literacies Cafe and AlphaPlus Blog on the Blogs page. I have been aware of the AlphaPlus Centre in Toronto for some years, but only came across the blog recently. A recent post points to this class blog which is a splendidly straightforward place to publish literacy learner writing. Literacies Cafe relates to Literacies, a research magazine and links to other Canadian blogs.
I think what is most impressive about these organisations publishing blogs for different purposes is the immediacy, helped by the accessibility. Literacies Cafe enabled me to participate in a forum thousands of miles away which was relevant to my day to day work. I have tried publishing student writing in a few ways over the years and have read student writing in a number of different contexts but the writing linked above is so current and immediate. This is a true Web 2.0 way of seeing what is happening around the world.
I think what is most impressive about these organisations publishing blogs for different purposes is the immediacy, helped by the accessibility. Literacies Cafe enabled me to participate in a forum thousands of miles away which was relevant to my day to day work. I have tried publishing student writing in a few ways over the years and have read student writing in a number of different contexts but the writing linked above is so current and immediate. This is a true Web 2.0 way of seeing what is happening around the world.
Tuesday, December 18, 2007
Newly Discovered Elearning Sites
These are three sites I have come across recently which could be interesting in very different ways.
First off is Inspiration Lane, a magazine cum blog for ESOL from America, run by Susan Alyn. It is really a compendium of teaching ideas; in part it makes use of daily links so that you can always have something fresh to use, such as caption writing or recipe reading, just as useful for literacy teaching as for ESOL.
Second is Rash Kath's set of blogs from India. Although they relate to her primary maths teaching it is a really inspiring way of using elearning. I started from Planet Infinity, her class blog, but look through all her blogs for the nuggets useful for numeracy. There are some useful videos for techniques - I like the one for multiplying by 11. I also like the teaching idea for adding time. There ought to be a repository of ideas like this. Her videos are short and simple as they should be.
Finally there is MindMeister which has knocked bubbl.us off the number one slot for online mindmapping. It's not quite as easy to get going, but it is more aligned to commercial software and has good printing controls. The free version is fine - just sign up and get started.
First off is Inspiration Lane, a magazine cum blog for ESOL from America, run by Susan Alyn. It is really a compendium of teaching ideas; in part it makes use of daily links so that you can always have something fresh to use, such as caption writing or recipe reading, just as useful for literacy teaching as for ESOL.
Second is Rash Kath's set of blogs from India. Although they relate to her primary maths teaching it is a really inspiring way of using elearning. I started from Planet Infinity, her class blog, but look through all her blogs for the nuggets useful for numeracy. There are some useful videos for techniques - I like the one for multiplying by 11. I also like the teaching idea for adding time. There ought to be a repository of ideas like this. Her videos are short and simple as they should be.
Finally there is MindMeister which has knocked bubbl.us off the number one slot for online mindmapping. It's not quite as easy to get going, but it is more aligned to commercial software and has good printing controls. The free version is fine - just sign up and get started.
Friday, September 28, 2007
Dead Links, Peter Symonds College
At this time of year I usually go through all the links on the Skills for Life website, trying to find those addresses that have changed or no longer exist. I'm slower this year as a result of being off sick for ten days and working in a new office with less easy, temporarily I hope, access to IT. It's always a slow process as you cannot be sure that a great site has gone just because it is not there today - it may be just down today and back in business tomorrow. I've tried using an online verifier this year but it has introduced new difficulties.
One of the first problems I discovered was that those great learning resources from Peter Symonds College were now behind a password on their intranet. It has been sadly the case that the number of interactive resources has not increased much over the years, as sites are protected or go subscriber only. Luckily I searched around the college's main site and discovered the Peter Symonds resources here. I've tried to update all relevant links.
One of the first problems I discovered was that those great learning resources from Peter Symonds College were now behind a password on their intranet. It has been sadly the case that the number of interactive resources has not increased much over the years, as sites are protected or go subscriber only. Luckily I searched around the college's main site and discovered the Peter Symonds resources here. I've tried to update all relevant links.
Wednesday, September 26, 2007
Word Sorting for Spelling
The activities linked from this page on the Houghton Mifflin site are a series of word sorting exercises to assist spelling. This one for example looks at different spellings for the "er" sound. The site is American, aimed at primary school grades and is very difficult to find what you are looking for. But these include exactly the sort of activities I've been looking for - sorting things into different categories. I'd like to be able to create them myself and have looked at ways of doing it. That seems to be to learn Flash, obtain the software and do it myself. That's a long process.
I'll try to find my way through this site and link some specific activities. At that point I'll find it useful.
I'll try to find my way through this site and link some specific activities. At that point I'll find it useful.
Wednesday, August 29, 2007
Skillswise E3
I have added links for the materials under Skillswise E3. This includes direct links to the individual modules under Activities English and Activities Maths. This represents a substantial new body of teaching and learning resources, and I hope they will be useful as the Level 1 resources, and I'm certainly looking forward to using some of them in the new term.
The E3 resources follow the same pattern as the L1 stuff: factsheets, worksheets, games for some the units, multiple choice quizzes and tutor notes. The style is just the same. This means that everything is safe and reliable, but that nothing is cutting edge.
I use the Level 1 resources pretty regularly, especially quizzes and worksheets where I do not have my own, or which I know work well and so I have not bothered to write my replacements. Some of the games are good and some not so good, some the learners like and some they do not see the point of. I remember what I want to avoid for the most part. What I have looked at so far of E3 looks good.
It's worth reflecting that the BBC needs to take considerable credit for sponsoring the Skillswise initiative. In terms of online literacy and numeracy learning, for many people Skillswise is still the beginning and the end. It's great to have it, but it would have been interesting to see some of the materials trying something less traditional.
The E3 resources follow the same pattern as the L1 stuff: factsheets, worksheets, games for some the units, multiple choice quizzes and tutor notes. The style is just the same. This means that everything is safe and reliable, but that nothing is cutting edge.
I use the Level 1 resources pretty regularly, especially quizzes and worksheets where I do not have my own, or which I know work well and so I have not bothered to write my replacements. Some of the games are good and some not so good, some the learners like and some they do not see the point of. I remember what I want to avoid for the most part. What I have looked at so far of E3 looks good.
It's worth reflecting that the BBC needs to take considerable credit for sponsoring the Skillswise initiative. In terms of online literacy and numeracy learning, for many people Skillswise is still the beginning and the end. It's great to have it, but it would have been interesting to see some of the materials trying something less traditional.
Wednesday, July 11, 2007
Basic Skills Agency
Last week saw the passing of an era with the incorporation of the English side of the Basic Skills Agency into NIACE. I had noticed that the BSA had launched a new website recently, while some of their project sites and the Observatory had disappeared. The Wales sites are so far unaffected. I have tried to reflect these changes on the Background page.
NIACE and Tribal have formed the Alliance for Lifelong Learning to work in the "field of literacy, language and numeracy to form the country's leading concentration of expertise across all age ranges." So says the NIACE news report. It remains to be seen what this means in practice.
The BSA grew out of ALBSU which formed an important part of my learning to be a basic skills practitioner. In the Eighties their training was central to many of us developing practice in London and probably in other parts of the country as well. In the early nineties I managed an ALBSU funded Open Learning Centre and was impressed by the commitment to innovation in practice. Things were changing though; ALBSU became the BSA, the training element declined in quality and was eventually discarded, the BSA became involved in schools, the tone became more authoritarian "this is the way to do things", the New Labour Government established ReadWrite+, and the BSA became less relevant. Last year saw the departure of Alan Wells who had been at the helm since before my own interest. Where next? Who knows?
NIACE and Tribal have formed the Alliance for Lifelong Learning to work in the "field of literacy, language and numeracy to form the country's leading concentration of expertise across all age ranges." So says the NIACE news report. It remains to be seen what this means in practice.
The BSA grew out of ALBSU which formed an important part of my learning to be a basic skills practitioner. In the Eighties their training was central to many of us developing practice in London and probably in other parts of the country as well. In the early nineties I managed an ALBSU funded Open Learning Centre and was impressed by the commitment to innovation in practice. Things were changing though; ALBSU became the BSA, the training element declined in quality and was eventually discarded, the BSA became involved in schools, the tone became more authoritarian "this is the way to do things", the New Labour Government established ReadWrite+, and the BSA became less relevant. Last year saw the departure of Alan Wells who had been at the helm since before my own interest. Where next? Who knows?
Gordons
I have added some more links on Maths Activities to the excellent Gordons numeracy activities. I added a first batch a few months ago, but had always been aware that there were more that were useful. I have tried to concentrate on learners working towards E3, L1 or L2 as these are my core audience. Gordons generally aim to develop mental maths skills, such as subtraction with a number line and halving and doubling. It is worthwhile looking through the whole suite and seeing what is useful for your own teaching.
These activities can be used in different ways. Many will work best on a projector - they are designed as interactive whiteboard activities - and these can also be used one to one, which is how I use them. Some allow for answer entry and so could be used for individual work under supervision. I would hope that any numeracy classroom in a college would have a projector attached to the internet these days, but I know from experience how far this is from the truth.
These activities can be used in different ways. Many will work best on a projector - they are designed as interactive whiteboard activities - and these can also be used one to one, which is how I use them. Some allow for answer entry and so could be used for individual work under supervision. I would hope that any numeracy classroom in a college would have a projector attached to the internet these days, but I know from experience how far this is from the truth.
Friday, June 15, 2007
Quizzes for Number Bonds
I added a few quizzes yesterday to the Maths Quizzes and Maths Activities section to help one of my students with her number bonds. I've not done much work with Entry Level numeracy of late; this learner wants to do numeracy next year and is almost at Entry 2.
I was aware that there a couple of other good resources around: the NNS Number Facts one, which involves counting, and the Ambleside game which involves typing in answers. I may use these, but drag and drop matching still seems to hit all the right keys. By moving one number to the other you make an association of the two numbers together in the head, maybe with a picture or a sound depending on learning style. The drag and drop brings in a kinaesthetic element. It is a simple game, no typing, no counting, easy to do (and easy to create). So many of my quizzes nowadays seem to end up as drag and drop matching. Does this show good practice or a lack of imagination?
I was aware that there a couple of other good resources around: the NNS Number Facts one, which involves counting, and the Ambleside game which involves typing in answers. I may use these, but drag and drop matching still seems to hit all the right keys. By moving one number to the other you make an association of the two numbers together in the head, maybe with a picture or a sound depending on learning style. The drag and drop brings in a kinaesthetic element. It is a simple game, no typing, no counting, easy to do (and easy to create). So many of my quizzes nowadays seem to end up as drag and drop matching. Does this show good practice or a lack of imagination?
Being Dyslexic
I added a link to Being Dyslexic to the Dyslexia Information Sites page yesterday. The site has been around for a few years and gets a lot of traffic. The site was set up by a dyslexic adult, it contains a vast amount of information and has a very active forums section. I do however have some reservations.
With so much information from so many sources, it is inevitable that some of it is conflicting. As a tutor working with dyslexic learners I am looking for clear information which is reliable, both for myself and to point others towards. Because the underlying cause of dyslexia is unclear, dyslexia is defined through its symptoms and diagnosis tends to be restrained, even tentative. Yet when I am working with someone who is dyslexic I have no doubts about it. When a learner displays a symptom I think (or say) that that is the dyslexia coming through. It is quite different from working with someone who is not dyslexic, although there is also a category of people who might be dyslexic.
Unfortunately one of the first statements I came across on the forums was that dyslexia is about difficulties with reading, writing and spelling and that is the sum of it. I have read this online in several places in the past few weeks. And it is a statement which I find very untrue. I would try to define dyslexia as being something which has a number of characteristic symptoms and these include difficulties with reading, writing and spelling. Other symptoms such as short term memory difficulties, difficulties processing sounds, organisational difficulties are just as significant, if not always so apparent, and are also used in diagnosis.
The reason I feel a need to bring this up again is that dyslexia remains a controversial subject and is liable to enquiry by the media. We have seen writers such as Julie Birchill and Peter Hutchins cause backlash and outrage in recent weeks, as elements of the media seek to undermine the legal right to recognition and support. What we need is clarity and discretion.
With so much information from so many sources, it is inevitable that some of it is conflicting. As a tutor working with dyslexic learners I am looking for clear information which is reliable, both for myself and to point others towards. Because the underlying cause of dyslexia is unclear, dyslexia is defined through its symptoms and diagnosis tends to be restrained, even tentative. Yet when I am working with someone who is dyslexic I have no doubts about it. When a learner displays a symptom I think (or say) that that is the dyslexia coming through. It is quite different from working with someone who is not dyslexic, although there is also a category of people who might be dyslexic.
Unfortunately one of the first statements I came across on the forums was that dyslexia is about difficulties with reading, writing and spelling and that is the sum of it. I have read this online in several places in the past few weeks. And it is a statement which I find very untrue. I would try to define dyslexia as being something which has a number of characteristic symptoms and these include difficulties with reading, writing and spelling. Other symptoms such as short term memory difficulties, difficulties processing sounds, organisational difficulties are just as significant, if not always so apparent, and are also used in diagnosis.
The reason I feel a need to bring this up again is that dyslexia remains a controversial subject and is liable to enquiry by the media. We have seen writers such as Julie Birchill and Peter Hutchins cause backlash and outrage in recent weeks, as elements of the media seek to undermine the legal right to recognition and support. What we need is clarity and discretion.
Thursday, May 24, 2007
Functional Skills
I had no sooner added a link to Totally Skilled's embedded learning models, for example in IT and Health, where the embedded skills are functional rather than basic, than I came across them in a meeting, where part of this document was circulated. It's a few months old, but I had never realised that functional skills were going to take over from Basic Skills and Key Skills. August 2012 is currently the final date for Skills for Life awards.
It will be interesting to see how the Core Curriculum fares in this brave new world.
It will be interesting to see how the Core Curriculum fares in this brave new world.
New Links: City and Guilds Format End Tests
Maybe they've been there for ages, but I've only just discovered the links for City and Guild style end tests (linked on this page). At this time of the year especially, it is useful to be able to give people an idea of what the tests will actually look like when they are done on computers. We use City and Guilds, and it has often not been easy to show this to learners, as most of the samples are in a different format. The City and Guilds format can be confusing when first encountered - some dyslexic learners get confused with the way documents can be shown in a pop-up window, and some older monitors do not handle this very well. Practice helps.
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